Academic literature on the topic 'Eco-training'
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Journal articles on the topic "Eco-training"
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Draghici, Anca, Monica Izvercianu, Mihaela Vartolomei, and Vasile Duran. "RESEARCH ON ECO-BUSINESS TRAINING REQUIREMENTS." Environmental Engineering and Management Journal 8, no. 4 (2009): 709–13. http://dx.doi.org/10.30638/eemj.2009.098.
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Yao, Ying, Xiaohua Zhao, Jianming Ma, Chang Liu, and Jian Rong. "Driving Simulator Study: Eco-Driving Training System Based on Individual Characteristics." Transportation Research Record: Journal of the Transportation Research Board 2673, no. 8 (2019): 463–76. http://dx.doi.org/10.1177/0361198119843260.
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This research sought to establish an eco-driving training system based on a driving simulator. The eco-driving training system contained five modules: human machine interface, data management, scene management, mode management, and evaluation algorithm management. It was proposed to base the new eco-driving training system on drivers’ individual characteristics. This system first asked drivers to conduct a diagnostic drive on a stretch of roadway in a driving simulator. The data on each driver’s non-ecological driving behaviors under different events were collected. Then each driver was given a customized training course based on an evaluation of his/her driving behaviors during the diagnostic drive. This training process is called eco-driving training based on individual characteristics (EDTIC). Eighty taxi drivers were recruited and divided into two groups for eco-driving training. One group was trained by watching videos, and the other was trained by the EDTIC training. An analysis of results shows that the EDTIC training was significantly more effective than traditional video training. Under the EDTIC training, all driving behaviors improved and emissions and fuel consumption were greatly reduced; the reduction was as great as 8.3–8.4%. The EDTIC training was proven effective at improving the eco-driving behavior of taxi drivers (i.e., professional drivers), and it could also be employed to train other professional drivers (bus and truck drivers) and non-professional drivers.
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Barić, Danijela, Goran Zovak, and Marko Periša. "Effects of Eco-Drive Education on the Reduction of Fuel Consumption and CO2 Emissions." PROMET - Traffic&Transportation 25, no. 3 (2013): 265–72. http://dx.doi.org/10.7307/ptt.v25i3.1260.
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Sustainable mobility is the basic and long-term goal of the traffic policy. Eco-driving represents one of 40 measures that should by 2050 contribute to 60% of traffic-generated emission reduction. The paper presents the significance of educating the drivers about eco-driving as well as eco-drive training with the aim of reducing fuel consumption and CO2 emission. During research the drivers were tested in three cycles, prior to education, immediately following the education and eco-training and three months after the eco-training. The analysis of the results shows that driving according to eco rules allows fast and efficient reduction of fuel consumption and CO2 emissions, which means at the same time also the need to systemically educate the drivers about the eco-driving at specialized educational centres which is for the moment absent in the Republic of Croatia.
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Hasanah, Yaya. "Eco enzyme and its benefits for organic rice production and disinfectant." Journal of Saintech Transfer 3, no. 2 (2021): 119–28. http://dx.doi.org/10.32734/jst.v3i2.4519.
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Eco enzyme is a fermented liquid from organic waste fruits, vegetables, and other organic waste which is very useful for agriculture, health, and households. One of Deli Serdang villages that are very vulnerable to Covid-19 is Karang Anyar Village, located in Beringin District, only about 5 km from Kuala Namu International Airport. On the other hand, in Karang Anyar Village, there is a Mekar Pasar Kawat farmer group that cultivates organic rice that needs liquid organic fertilizer (LOF). This community service aims to educate the public about using an eco enzyme from household waste as liquid organic fertilizer (LOF) and disinfectant. Implementing community service that is carried out is training and practice of making eco enzyme and its benefits, direct practice of demonstration plot of rice cultivation by utilizing eco enzyme as LOF. The results are training and mentoring in making eco enzyme based on household waste, training and hands-on practice on applying eco enzyme in the environment as disinfectant, training, and direct demonstration plot rice cultivation by utilizing eco enzyme produced as organic fertilizer liquid
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Hasanah, Yaya. "Eco enzyme and its benefits for organic rice production and disinfectant." Journal of Saintech Transfer 3, no. 2 (2021): 119–28. http://dx.doi.org/10.32734/jst.v3i2.4519.
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Eco enzyme is a fermented liquid from organic waste fruits, vegetables, and other organic waste which is very useful for agriculture, health, and households. One of Deli Serdang villages that are very vulnerable to Covid-19 is Karang Anyar Village, located in Beringin District, only about 5 km from Kuala Namu International Airport. On the other hand, in Karang Anyar Village, there is a Mekar Pasar Kawat farmer group that cultivates organic rice that needs liquid organic fertilizer (LOF). This community service aims to educate the public about using an eco enzyme from household waste as liquid organic fertilizer (LOF) and disinfectant. Implementing community service that is carried out is training and practice of making eco enzyme and its benefits, direct practice of demonstration plot of rice cultivation by utilizing eco enzyme as LOF. The results are training and mentoring in making eco enzyme based on household waste, training and hands-on practice on applying eco enzyme in the environment as disinfectant, training, and direct demonstration plot rice cultivation by utilizing eco enzyme produced as organic fertilizer liquid
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Mardiana, Tri, A. Y. N. Warsiki, and Sucahyo Heriningsih. "Community Development Training with Eco-print Training Wukirsari Village, Sleman District, Indonesia." International Journal of Computer Networks and Communications Security 8, no. 4 (2020): 32–36. http://dx.doi.org/10.47277/ijcncs/8(4)1.
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This community empowerment aims to explore the natural potential of the village of Wukirsari, Sleman Regency, as well as develop the villages creative economy through ecoprint training, as a vehicle for the villages creative economy based on leaf potential. The training method using various references and empowering the community to make ecoprints was followed by 15 mothers who were representatives of the joint business group. The results of this community empowerment produce village potential namely leaves, and training approaches by studying the conditions and rural life of, with, and by village communities. The concept of the ecoprint training approach emphasizes community involvement in all activities. The community is involved in the planners and implementers of the ecoprint training program and not just as an audience in ecoprint making training. The results of the ecoprint training are expected to increase the creative economy that has the potential to be developed by villagers, as a form of participation in building village businesses, and to be able to provide welfare for the residents of their village
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Vidya Kharishma and Ulfa Septiana. "Vidya Kharishma PELATIHAN TEKNIK ECOPRINT UNTUK GURU PAUD." PROSIDING: SENI, TEKNOLOGI, DAN MASYARAKAT 2 (January 27, 2020): 183–87. http://dx.doi.org/10.33153/semhas.v2i0.119.
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One of early childhood education that can help children to convey ideas and imagination is art. Eco-print is atechnique of art that utilizes natural materials as its ingredients. It has the potential to be a teaching materialin early childhood education so children can appreciate and learns environmentally friendly art by harness thenatural material around them. However, an eco-print lesson in early childhood education is still scarce due tothe lack of teaching materials and the lack of the teacher’s knowledge, specifically about eco-print techniquesfor early childhood education. This problem initiates the author to design training and teaching materials abouteco-print techniques for teachers of early childhood education. Before the training conduct, there will beresearch preparation, analysis of participant needs, trial and error design of the eco print. After then, evaluationconduct between trainer and participant. Based on an analysis of participant needs, the best eco-printtechnique for this training is hammering, which is the most straightforward eco-print technique. However, thehammering technique, which usually uses a hammer, is replaced with pestle wood because it is safer forchildren. The implementation of training was carried successfully in the South Jakarta through the POSDAYAcommunity. The result shows that teachers can accept the teaching materials due to the nature of its easyimplementation, easily obtained material, and safety procedures.
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Savković, Tatjana, Milica Miličić, Ilija Tanackov, Pavle Pitka, and Dejan Koleška. "SHORT-TERM AND LONG-TERM IMPACTS OF ECO-DRIVING ON DYNAMICS OF DRIVING BEHAVIOUR AND OPERATING PARAMETERS." Transport 35, no. 2 (2020): 143–55. http://dx.doi.org/10.3846/transport.2020.12365.
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This paper shows the impact of eco-driving training course on driving behaviour of 7 drivers, analysing two internal parameters: Scania Driver Support (SDS) parameter and Fuel Consumption (FC). Data were collected using Scania Fleet Management System (Scania FMS) over a period of one-year (1 + 2 + 4 + 6 months during the 2015 and 2016). Data for these two parameters of all drivers were recorded daily over a one-year period and calculated in average values on a monthly basis. A one-year cycle of average monthly ambient temperatures of wider geographical region was adopted as the most important external parameter of impact on eco-driving benefits. Longitudinal observation period is divided into: one month initial period of establishing the parameter values before the training (one month), short-term with eco-driving (two months), short-term without eco-driving (four months) and long-term (six months). Significantly higher values of SDS parameter (p < 0.05) and significant reduction of FC (p = 0.0310 < 0.05) were established with a higher average ambient temperature over a short-term period. A partial increase of SDS parameter value (p < 0.10) was established over a long-term period but the level of FC reversed to the values as before the training (p = 0.7554 > 0.05). The results indicate the potential of eco-driving training that manifests significantly positive effects only in good driving conditions. With bad weather conditions that correlate with bad driving conditions, the effects of eco-driving training are supressed with increased requirements for safer driving. Primary conclusion of the paper is that the eco-driving training principles have an apparent positive effect on reduction of FC and CO2 emission but are at the same time sensitive to environmental driving conditions.
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Lawler, John M., Hyo-Bum Kwak, Wook Song, and Janet L. Parker. "Exercise training reverses downregulation of HSP70 and antioxidant enzymes in porcine skeletal muscle after chronic coronary artery occlusion." American Journal of Physiology-Regulatory, Integrative and Comparative Physiology 291, no. 6 (2006): R1756—R1763. http://dx.doi.org/10.1152/ajpregu.00271.2006.
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Oxidative stress is associated with muscle fatigue and weakness in skeletal muscle of ischemic heart disease patients. Recently, it was found that endurance training elevates protective heat shock proteins (HSPs) and antioxidant enzymes in skeletal muscle in healthy subjects and antioxidant enzymes in heart failure patients. However, it is unknown whether coronary ischemia and mild infarct without heart failure contributes to impairment of stress proteins and whether exercise training reverses those effects. We tested the hypothesis that exercise training would reverse alterations in muscle TNF-α, oxidative stress, HSP70, SOD (Mn-SOD, Cu,Zn-SOD), glutathione peroxidase (GPX), and catalase (CAT) due to chronic coronary occlusion of the left circumflex (CCO). Yucatan swine were divided into three groups ( n = 6 each): sedentary with CCO (SCO); 12 wk of treadmill exercise training following CCO (ECO); and sham surgery controls (sham). Forelimb muscle mass-to-body mass ratio decreased by 27% with SCO but recovered with ECO. Exercise training reduced muscle TNF-α and oxidative stress (4-hydroxynonenal adducts) caused by CCO. HSP70 levels decreased with CCO (−45%), but were higher with exercise training (+348%). Mn-SOD activity, Mn-SOD protein expression, and Cu,Zn-SOD activity levels were higher in ECO than SCO by 72, 82, and 112%, respectively. GPX activity was 177% greater in ECO than in SCO. CAT trended higher ( P = 0.059) in ECO compared with SCO. These data indicate that exercise training following onset of coronary artery occlusion results in recovery of critical stress proteins and reduces oxidative stress.
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Basaric, Valentina, Mladen Jambrovic, Milica Milicic, Tatjana Savkovic, Djordje Basaric, and Vuk Bogdanovic. "Positive effects of eco-driving in public transport: A case study of the City Novi Sad." Thermal Science 21, no. 1 Part B (2017): 683–92. http://dx.doi.org/10.2298/tsci150219160b.
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Eco-driving as a concept and program is a well-developed strategy adopted to reduce fuel consumption and greenhouse gas emissions. The paper presents the findings confirming the significance of driver education about eco-driving (through theoretical and practical training initiatives) with the aim of reducing the negative environmental impact of road transport. During the study, the drivers were tested prior to and immediately after completing the theoretical and practical education on eco-training. According to the study findings, driver education resulted in approximately 11.71% reduction in fuel consumption and average CO2 emissions. These results, along with the findings of many other studies conducted around the world, show that driver education can result in very efficient and significant reduction in fuel consumption and CO2 emissions. Therefore, it is necessary for the drivers to undergo periodical eco-driving training with specialized coaches and well-designed programs.
Dissertations / Theses on the topic "Eco-training"
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Haarhoff, R., and S. D. Turner. "Developing sustainable (eco)tourism training and research plans for Ethiopian universities." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/299.
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Published Article<br>The economic value of tourism makes it an attractive sector for commerce. Ethiopia has experienced rapid changes during the last decade and can be regarded the leading economic stimulator of the Horn of Africa. The challenge is therefore not only to develop tourism in a sustainable way so that a growing population can be fed, but simultaneously to create better livelihoods for millions of people. The primary objective is to develop an overall education, training and multi-disciplinary research plan for Ethiopian universities with an integrated gender perspective in the field of (eco) tourism, taking into account the professional and/or educational needs of the labour market and the demand-driven research needs of relevant external stakeholders in Ethiopia. Specific plans for universities with regard to training courses, study programmes and demand-driven research programmes will be developed, while explicitly avoiding overlap and overprovision of the afore-mentioned courses and programmes at national level.
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Nascimento, Patricia Limaverde. "Educação eco-sistêmica e transdisciplinar: práticas e resultados em 26 anos do trabalho da Escola Vila." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/10030.
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Previous issue date: 2008-02-21<br>It is the analysis of the results of pedagogical practice of 26 years of school VILA, in
Fortaleza, which carries in itself the characteristics that would be a transdisciplinary
education and eco-systemic. The analysis of the work of the School VILA culminates in
a Web Curricular composed of three axes: Take care of Being, the Caring Means
Social and Caring Environment. The daily activities of arts, theater, crafts, music,
body´s expression, along with laboratories experiences in vegetable garden, medicinal
herbal plantation, garden, fauna, health and nutrition, recycling of waste and alternative
technologies seek to promote a significant learning from its 380 Students of
Kindergarten and Elementar School. The School´s main goal is the human being
integral growing and less fragmented, being sensitive to social and environmental
causes and able to act in its context, aiming at social transformation.
To verify if this goal is reached or not (its aspects and different degrees), the
research was made with 21 former students, now adults. These former students were
interviewed and gave testimonies about what actually learned in School VILA and still
bring in their daily life. Were selected the following categories for consideration:
coexistence in human diversity, ecological awareness and attitude and the care with
the body, creativity and artistic expression; social acting.
The data were analyzed from the Grounded Theory under an eco-systemic focus. In
order to facilitate the process of analysis-synthesis in Grounded Theory was used the
software CHIC (Classification Hiérarchique Implicative et Cohésitive), seeking to
establish the highest number of significant relationships among the data<br>Trata-se da análise dos resultados da prática pedagógica de 26 anos da Escola
VILA, em Fortaleza, que carrega em si características do que viria a ser uma educação
transdisciplinar e eco-sistêmica. A análise do trabalho da Escola VILA culmina no
estabelecimento de uma Teia Curricular composta de três eixos: Cuidar do Ser, Cuidar
do Meio Social e Cuidar do Meio Ambiente. As atividades diárias de artes, teatro,
artesanato, música e expressão corporal, juntamente com laboratórios vivenciais em
horta, farmácia viva, jardim, fauna, saúde e alimentação, reciclagem de lixo e
tecnologias alternativas buscam promover um aprendizado significativo por parte de
seus 380 alunos da Educação Infantil e Ensino Fundamental. A pretensão maior desta
Escola é a formação de um ser humano mais íntegro e menos fragmentado, sendo
sensível às causas sócio-ambientais e capaz de atuar em seu contexto, visando a
transformação social.
Para verificar se essa pretensão se concretiza ou não e em que aspectos e graus
distintos, a pesquisa se deu com 21 alunos egressos, já adultos. Os egressos foram
entrevistados e deram depoimentos a respeito do que realmente aprenderam na
Escola VILA e que ainda trazem consigo em seus cotidianos. Foram selecionadas as
seguintes categorias para serem analisadas: convivência na diversidade humana;
consciência e atitude ecológicas; o cuidado com o corpo; criatividade e expressão
artística; atuação social.
Os dados obtidos foram analisados a partir da Teoria Fundamentada (Grounded
Theory) sob um foco eco-sistêmico. Com o fim de facilitar o processo de análisesíntese
da Teoria Fundamentada, foi utilizado o software CHIC (Classificação
Hierárquica Implicativa e Coersitiva), buscando estabelecer o maior número de
relações significativas entre os dados
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Tatjana, Savković. "Model za optimizaciju periodične obuke vozača u režimima sistema eko-vožnje." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2020. https://www.cris.uns.ac.rs/record.jsf?recordId=113210&source=NDLTD&language=en.
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U radu su prikazani efekti teorijske i praktične obuke vozača, odnosno izvršena je analiza parametara vožnje u periodu pre obuke kao i u kratkoročnom i dugoročnom periodu nakon realizovane obuke. Na osnovu utvrđenih relacija između parametara, formiran je model za optimizaciju periodične obuke vozača. Primenom matematičke analize i statističkih testova u longitudinalnom periodu ispitivanja definisan je tačan period ponovne obuke vozača pri postizanju maksimalne dobiti za transportno preduzeće uvažavajući i proprtane troškove. Rezultati analize su pokazali da su pozitivni efekti eko-vožnje značajno izraženi u dobrim vozačkim uslovima. Loši vremenski uslovi koji uslovljavaju i loše uslove vožnje smanjuju pozitivne efekte obuke vozača sa povećanim zahtevom za bezbednijom vožnjom. Model bi mogao biti primenljiv za testiranje efekata obuke vozača u različitim transportnim kompanijma i različitim tržištima.<br>Тhis paper shows the effects of theoretical and practical eco-driving training, analysing driving parameters in the period before training, in the short-term and long-term after the training. A model was formed to optimize periodical driver training based on the established relationships between the parameters. Using the mathematical analysis and statistical tests in the longitudinal observation period, the exact period of the drivers retraining was defined in order to maximize profit for the transport company, taking into account the planned costs. The results indicate that the positive effects of eco-driving were significantly expressed in good driving conditions. With bad weather conditions that correlate with bad driving conditions, the effects of eco-driving training are suffocated with increased requirements for safer driving. The model could be applicable to test the effects of drivers training in different transportation companies and different markets.
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Lima, Maria Lucileide Mota. "Tecendo a eco-con-vivência: diálogo e valores humanos na formação do educador." reponame:Repositório Institucional da UFBA, 2012. http://www.repositorio.ufba.br/ri/handle/ri/12713.
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Previous issue date: 2012<br>Esta tese corresponde a uma investigação sobre os valores humanos primordiais e sobre a vivência da comunicação e da relação dialógica na formação humana, principalmente, do futuro educador. A pesquisa é qualitativa com abordagem social, filosófica e educacional. Usando os procedimentos metodológicos do grupo focal e da entrevista fizemos uma pesquisa com alguns alunos do curso de Pedagogia da FACED-UFBA sobre a importância do diálogo e dos valores humanos primordiais na formação do ser humano; sobre quais os valores e qual a forma de comunicação mais praticada em nossa sociedade; sobre a influência dos valores mercadológicos de produção e consumo nas escolhas e na visão de mundo dos indivíduos. Perguntamos ainda, sobre as implicações dessas questões para as relações humanas tanto intrapessoais, pessoais e interpessoais quanto sociais e profissionais, bem como para a sociedade e para a formação do educador. Tratar de valor e de diálogo requer compreensão, ainda que parcial, das estruturas humanas, por isso essa pesquisa versa também, sobre alguns pressupostos da condição da interdependência, da inter-relação, da coparticipação e da coresponsabilidade entre os seres humanos e entre esses e a natureza que os constitui e abriga. Apresentamos uma arqueologia dos valores; abordagens sobre as virtudes, os laços entre emoção, escolha e valor; sobre alguns pressupostos da linguagem e das palavras; da leitura e do texto como meios dialógicos de desenvolvimento humano. Compreendemos o diálogo como um acontecimento, um momento de encontro entre seres humanos e entre estes e as leituras, os textos, a natureza e as concepções de mundo e etc. A complexidade do ato de encontrar inclui os conflitos, as contradições, as polaridades, as interpolaridades, as dúvidas e os questionamentos próprios de qualquer interação. Quanto ao valor podemos dizer que ele consiste em „uma força‟ que de forma interligada, inter-relacionada e interdependente a outras dimensões da condição humana como o pensamento, razão, intuição, vontade, desejo, emoção e sentimento mobiliza o ser humano para escolher e agir de forma boa ou má, positiva ou negativa, construtiva ou destrutiva, egoísta ou altruísta. A partir dos fundamentos teóricos, das reflexões e dos resultados da pesquisa acreditamos que o ser humano em formação para tornar-se um educador capacitado para a prática do diálogo investigativo e reflexivo poderá ser capaz de semear e cultivar os valores humanos primordiais (solidariedade, respeito, coragem, justiça, benevolência, amor, prudência, dignidade, entre outros); de contribuir para a formação do(a) cidadão(ã) que tenha a possibilidade de eco-con-viver, ou seja, de reconhecer-se interdependente, coresponsável, de coexistir e de tecer relações com ele mesmo, com o outro e com a própria vida de forma dialógica e lastrada nos valores humanos primordiais.<br>Salvador
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Baron-Bonarjee, Jean-Paul, Rifat Abed Elal, and Quynh Van Nguyen. "Fostering a Culture of Sustainabilty in Municipalities through Effective Training." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4010.
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Human society as a whole has a reached a tipping point in its relationship with the socio-ecological systems upon which it depends. All sectors of society need to be involved in addressing this crucial challenge through a raised awareness of the issues and pro-active solutions to it. This research focuses on small urban towns and cities, where half the world’s urban population lives, and looks at the ways in which local government in these key areas can play an active role in leading sustainability through education and training. Municipalities and communities that use the framework for strategic sustainable development (FSSD) were investigated, and the conditions were identified that helped and hindered training to be really effective. Effective training, in its many forms, was found to be essential in fomenting a common language of sustainability, engaging the community, and bringing concerted strategic actions that together could foster a culture of sustainability.<br><p>jpbaronb@yahoo.co.uk, rifat.pal@gmail.com, quynhvan86@gmail.com</p>
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Aguilar, Gabriel Jimenez. "A auto-heteroecoformação de alunos-professores de um curso de Letras em espanhol: reconstruindo significados da docência em uma perspectiva complexa." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/19693.
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Previous issue date: 2017-01-31<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>In this research I describe and interpret the phenomena The self-hetero-eco-formation of
teachers of Spanish and Being a complex teacher of Spanish in a private university in the East
side of Sao Paulo, based on the consideration that teaching internship is an important stage of
the pre-service training of teachers of Spanish. Stemming from the experience of three
undergraduate teaching interns, I propound complex teaching strategies that suggest a new
understanding of teaching internship in teacher education programs. This work is theoretically
grounded in Morin’s oeuvre on Complexity as well as on the unfolding of Complexity
according to Freire, M. (2009, 2013), Almeida (2004, 2008 & 2012), Petraglia (2008, 2014),
and Almeida & Carvalho (2013), and on the tenets of Self-hetero-eco-formation (Freire, M.
2009 & Freire e Leffa, 2013). These phenomena occurred as a result of the action carried out
by undergraduate students who designed a Spanish course to students attending a Technical
School in Sao Paulo in 2003, during their teaching internship, which was conducted in three
stages: in the first, they studied and reflected upon a language teacher’s action in the
classroom from a Complexity perspective; in the second, they designed and implemented a
Spanish course, and in the third, which happened concomitantly with the second, they
reflected upon the texts they produced as they wrote down their observations in the classroom.
The research methodology was underpinned by the Complex HermeneuticalPhenomenological
Approach (Freire, M. 2010, 2012, 2016), based on which the texts in the
third stage of the teaching internship, which were produced in the first and second semesters
of 2013, were interpreted. The text interpretation revealed themes, such as challenge,
exploration, reform, connections, among others, that highlight the importance of a new
approach to pre-service teacher training in teaching internship courses of Language Teacher
Education Programs that challenges the paradigms of traditional foreign language teacher
training and that may prompt some reflection on the different processes of teacher training
that are many times distant from the social and human reality of students<br>Na presente pesquisa, descrevo e interpreto os fenômenos A Auto-heteroecoformação de professores de espanhol e Ser professor complexo de espanhol numa instituição de ensino superior privada da zona Leste de São Paulo, considerando o estágio curricular como uma etapa importante da formação do professor de língua espanhola. Proponho, a partir da experiência de três estagiárias de um curso de graduação, estratégias docentes complexas que sugerem a revisão do estágio curricular na formação docente. Este trabalho encontra seu fundamento teórico na obra de Morin sobre a Complexidade, assim como os desdobramentos da Complexidade segundo Freire, M. (2009, 2013), Almeida (2004, 2008 e 2012), Petraglia (2008, 2014) e Almeida e Carvalho (2013), entre outros, e nos pressupostos da Auto-Heteroecoformação (Freire, M. 2009 e Freire e Leffa, 2013). Esses fenômenos se deram por meio da ação de estagiárias que desenharam um curso de espanhol para alunos de uma Escola Técnica da Cidade de São Paulo, no ano de 2013, durante o estágio, que se dividiu em três etapas: a primeira constitui-se em estudos e reflexão sobre a ação do professor de língua em sala de aula, sob a ótica da Complexidade, a segunda teve como base o desenho e implementação de um curso de espanhol e, concomitantemente, a terceira levou à reflexão textos produzidos pelas estagiárias que se constituem em registros das considerações em sala de aula. Como orientação metodológica, tomo por referência a Abordagem Hermenêutico-Fenomenológica Complexa (Freire, M. 2010, 2012, 2016), interpretando os textos da terceira etapa mencionada, que foram produzidos no primeiro e segundo semestres do ano 2013. A interpretação dos textos revela temas como desafio, exploração, reforma, conexões, entre outros. Os temas destacam a importância de uma nova abordagem no processo de formação docente, no estágio, em um curso de Letras, que conteste os paradigmas da formação tradicional de professores de língua estrangeira e que possa servir como reflexão para outros processos de formação docente, muitas das vezes distantes da realidade social e humana dos alunos
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MacIntosh, Jolene. "Teachers' experiences of teaching learners diagnosed with autism." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40461.
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The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that learners with ASD have and how these assets can be utilised within classrooms. Teachers also gave insight about the challenges that they encounter while teaching learners with ASD. Current classroom practices were investigated and information obtained about the type of support that teachers provide to learners with ASD. This was done in an attempt to provide guidelines on how to improve classroom practices within various educational settings to best support learners with ASD. Furthermore, I explored whether learners with ASD can be included within mainstream or remedial schools and what assistance they will need if they can be accommodated within these school environments.
A case study design was utilized. A total of six participants participated in the study. Data was collected by means of a focus group interview as well as one-on-one interviews. Two research sites were used and the information obtained from these sites was used to establish similarities and differences between teachers’ experiences in the respective school environments. The findings of the studies indicate that teacher training programmes need to be revisited in order to achieve the ideal of authentic inclusive school environments.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Educational Psychology<br>unrestricted
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Vizentim, Rosimeire Moreira. "Os recursos de linguagem como contribuição à construção de sentido entre formadores e professores em formação em ambientes virtuais." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/18244.
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Previous issue date: 2009-10-16<br>This is a case study that investigates a group of teachers, attendees of the 10th edition of the Distance Learning Training Course for Teachers at Uniso - University of Sorocaba. It intends to understand how the use of visual, verbal and digital languages contributes to the construction of meaning between teacher and learners. The research procedures involved the analysis of documents of the Institutional Educational Project at Uniso, the 10th edition of the Distance Learning Training Course CD-ROM, and interviews with attendees. The results of this study suggest that, despite the difficulties faced by teachers in the use of multimedia languages, the experience has set them to a privileged position in their teaching online training and has enabled the understanding of how to use this educational practice<br>A presente pesquisa é um estudo de caso que investiga um grupo de professores, participantes da 10ª edição do Curso de Formação de Professores para EAD da Universidade de Sorocaba. Com o objetivo de compreender em que medida o uso das múltiplas linguagens veiculadas no meio digital contribuem para a construção de sentido entre o formador e professores em formação no aludido curso de formação, optou-se pela análise de cunho qualitativo. Para alcançar tal objetivo, os procedimentos de pesquisa utilizados neste trabalho foram a análise documental do Projeto Pedagógico Institucional da Uniso, o CD-ROM da 10ª edição do Curso de Formação de Professores para EaD e a análise das entrevistas com sujeitos de pesquisa. O roteiro de entrevista foi elaborado de forma que permitisse saber como se dá a negociação de sentidos entre o formador e o professor em formação, no que se refere ao uso das múltiplas linguagens no ambiente virtual. O quadro teórico de referência para a análise interpretativa dos dados coletados delineia-se com os estudos de formação de professores na vertente culturalista, em distintas matrizes midiáticas e no pensamento ecossistêmico. Os resultados desta pesquisa parecem indicar que, apesar das dificuldades apresentadas pelos professores no uso de linguagens multimidiáticas, essa experiência tende a colocá-los em uma posição privilegiada em sua formação para a docência online, pois possibilita a compreensão de como se dão as práticas educativas mediadas por essas linguagens e a criação de formas de apropriação das mesmas
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Haingura, Rudolph. "Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003391.
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Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
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劉曼儀. "A Study on the Process of Eco-mountaineering Training Course." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/51007989420645106830.
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碩士<br>國立臺灣師範大學<br>環境教育研究所<br>94<br>The objective of this study is to aid the researcher’s understanding of the feasibility of infusing environmental education into mountaineering activities. By engaging in the process of planning and executing eco-mountaineering courses, the study therefore aimed to facilitate understanding of the effect that such courses have on participants. Based on this objective, this study attempts to answer the motivations of and effects on course participants. What impact do the courses have on participants’ attitude toward eco-mountaineering? How do the courses influence participants’ land ethic and value system?
The study focuses on the process of developing and conducting Eco-mountaineering Training Courses. Twenty-six course participants were chosen as study targets. Qualitative research was conducted on participants’ learning status to show the process of development of this research. Field observation, in-depth interviews, and document analysis are the primary sources of information used.
The following conclusions were made in this study: Personal interest and personal capacity building were the participants’ main motivations for participating in the courses. Concrete experience gained during nature experiential courses was shown to aid participants’ understanding of abstract environmental concepts. However a longer period of exposure to the concepts presented in the course is deemed necessary in order to elicit behavioral changes. In-depth discussion of the dilemmas presented in putting “Leave No Trace” principles into practice facilitated changes in student behavior. Moreover, it was found that “Leave No Trace” concepts were more meaningful after first establishing a relationship between the individual and nature. As for the courses’ influence on participants’ “Land Ethic” and value system, on an ecological level, participants learned firsthand the concept of a living land that transcends economic value systems. On an emotional level, participants discovered the emotional connection between the individual and nature. Finally, on a social level, participants gained a better understanding of the inseparable relationship between people and nature throughout their co-evolution.
Books on the topic "Eco-training"
Book chapters on the topic "Eco-training"
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Seecharan, Turuna S., Birsen Donmez, Huei-Yen Winnie Chen, and Andrew K. S. Jardine. "Simulator-Based Eco-drive Training for Fleet Drivers." In Proceedings of the 10th World Congress on Engineering Asset Management (WCEAM 2015). Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27064-7_54.
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Wood, Nancy Lee. "Preparing Vocational Training for the Eco-Technical Transition." In EarthEd. Island Press/Center for Resource Economics, 2017. http://dx.doi.org/10.5822/978-1-61091-843-5_18.
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Lüderitz, Cornelia, Maria Wirzberger, and Katja Karrer-Gauss. "Sustainable Effects of Simulator-Based Training on Eco-Driving." In Advances in Ergonomic Design of Systems, Products and Processes. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-48661-0_30.
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McIntyre-Mills, Janet J., Y. Corcoran-Nantes, R. J. Wirawan, and I. Widianingsih. "The Potential of Eco-Facturing: Towards Social and Environmental Justice Through Vocational Education and Training." In From Polarisation to Multispecies Relationships. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6884-2_17.
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Woodward, Bradley Friend. "Cost-Effective and Eco-Friendly Fire Investigation Training Using Photorealistic Interactive Room Scale Virtual Reality." In Management for Professionals. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72781-9_18.
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Adam, Catherine, and Serge Coco. "Developing Methods and Programs for Teaching Innovation to Engineers: Toward Eco-Innovation?" In Training Engineers forInnovation. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch11.
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Genty, Kabiru Ishola. "Green Human Resource Management Practices and Organisational Sustainability." In Human Resource Management Practices for Promoting Sustainability. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4522-5.ch001.
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Researchers and practitioners have argued that human resource management practices have a positive impact on environmental outcomes. This is because green human resource management practices enhance a firm's environmental performance. Although studies do not explain how green initiatives can enable organisational sustainability, this chapter examines the influence of green human resource management practices on organisational sustainability in the context of Nigeria. The chapter adopted a discourse content analysis as a method of data collection. The chapter holds that organisational sustainability relies on green training intervention as the means of understanding and redressing the human environment with a view to achieving and sustaining a better quality of life. Conclusively, green human resource management practices target protecting the ecosystem, among others. The chapter recommended that sustainability could be achieved through employee green behaviour and eco-innovation at the industrial level.
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Desai, Pranav D. "Engaging With Stakeholders for Developing an Effective Entrepreneurial Ecosystem in Universities Based in Rural Setup." In Rural Entrepreneurship and Innovation in the Digital Era. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4942-1.ch014.
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This chapter proposes a new model that promotes and develops an entrepreneurial ecosystem in universities based in rural setup. The entrepreneurial universities could accomplish the status as an innovative environment center by collaborating with new businesses. Universities in rural areas can introduce business training, college business hatcheries, and college endeavor government-common society cooperation that enabled entrepreneurial behaviors. The target of a business college filling in as a pioneering entrepreneurial eco-system development center is to animate financial advancement, produce work, and make imaginative innovation-based endeavors or acting as an administration organization. While these services can be provided through a university, a university in a rural set up has an opportunity to act as a center for the economic development in rural areas. Attention is set on the need to create solid coordinated effort among key partners for making progress in building a viable enterprising system.
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Rene, Eldon R., Shishir Kumar Behera, and Hung Suck Park. "Predicting Adsorption Behavior in Engineered Floodplain Filtration System Using Backpropagation Neural Networks." In Machine Learning Algorithms for Problem Solving in Computational Applications. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1833-6.ch011.
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Engineered floodplain filtration (EFF) system is an eco-friendly low-cost water treatment process wherein water contaminants can be removed, by adsorption and-or degraded by microorganisms, as the infiltrating water moves from the wastewater treatment plants to the rivers. An artificial neural network (ANN) based approach was used in this study to approximate and interpret the complex input/output relationships, essentially to understand the breakthrough times in EFF. The input parameters to the ANN model were inlet concentration of a pharmaceutical, ibuprofen (ppm) and flow rate (md– 1), and the output parameters were six concentration-time pairs (C, t). These C, t pairs were the times in the breakthrough profile, when 1%, 5%, 25%, 50%, 75%, and 95% of the pollutant was present at the outlet of the system. The most dependable condition for the network was selected by a trial and error approach and by estimating the determination coefficient (R2) value (>0.99) achieved during prediction of the testing set. The proposed ANN model for EFF operation could be used as a potential alternative for knowledge-based models through proper training and testing of variables.
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Carnelli, Luisella. "Operaestate Festival Veneto, A socio cultural and economic analysis." In Focus On Festivals. Goodfellow Publishers, 2015. http://dx.doi.org/10.23912/978-1-910158-15-9-2622.
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Bassano Operaestate Festival Veneto has presented more than four hundred shows in castles, parks, palaces, villas, squares and museums in thirty municipalities of the region of Veneto in the North East of Italy. The festival hosts artists and productions from all over the world, ranging from contemporary theatre to the most innovative international dance, music, opera, classical, jazz and art films. The diversity, breadth and quality of its programmes are its greatest strengths. The primary objective of the festival is to enable large audiences to experience the performing arts in its many different forms, and to do so through a programme of cultural animation across the entire region. This case study of Bassano Operaestate aims to provide a picture of the effects produced by the festival with over three decades of activity, in an area that has experienced vibrant and dynamic growth in the industrial, creative, artistic and cultural sectors, especially in recent years. The research study was commissioned by the festival and carried out by Fondazione Fitzcarraldo (FF). FF is an independent centre, based in Turin, for planning, research, training and documentation on cultural, arts and media management, eco- nomics and policies, at the service of those who create, practice, take part in, produce, promote and support arts and cultural activities.
Conference papers on the topic "Eco-training"
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Wu, Yiping, Xiaohua Zhao, and Jian Rong. "The Long-Term Effectiveness of Eco-Driving Training: A Pilot Study." In Driving Assessment Conference. University of Iowa, 2015. http://dx.doi.org/10.17077/drivingassessment.1574.
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Putz, Lisa-Maria, and Oliver Schauer. "How Education and Training May be Used to Increase Eco-friendly Transports." In InSITE 2014: Informing Science + IT Education Conference. Informing Science Institute, 2014. http://dx.doi.org/10.28945/2032.
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Kim, Seung Yeol, and Yoon Sang Kim. "Virtual Eco-Driving Simulator for Providing Efficient Driving Training to Drivers and Non-Drivers." In The 2nd International Conference on Convergence and its Application. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.30.16.
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Silva, Maria Joao, Ana Caseiro, Margarida Rodrigues, et al. "The Eco-sensors4Health project in teacher training: Using sensors to raise awareness in environmental health." In 2017 International Symposium on Computers in Education (SIIE). IEEE, 2017. http://dx.doi.org/10.1109/siie.2017.8259658.
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Gardelis, Konstantinos, Aris S. Lalos, and Kostantinos Moustakas. "Development of an Eco-Driving Simulation Training System with Natural and Haptic Interaction in Virtual Reality Environments." In International Conference on Human Computer Interaction Theory and Applications. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006619500940101.
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Bertoncello, Olivella, Antonella De Rosso, and Gianfranco Santovito. "MY CLASSROOM AS BIG AS THE WORLD OF CAITPR. AN INNOVATIVE EDUCATIONAL-DIDACTIC APPROACH FOR THE TRAINING OF ECO-SENSITIVE CITIZENS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0372.
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Potvin-Bernal, J., and L. H. Shu. "Promoting Energy-Efficient Driving Using Associative Graphical Displays: Can a Cup of Coffee Encourage You to Drive More Smoothly?" In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97296.
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Abstract Substantial energy savings during the use phase of internal-combustion and electric automobiles can be achieved by increasing eco-driving behavior, particularly reduced acceleration and braking. However, motivating widespread adoption of this behavior is challenging, with obstacles including incompatibility with drivers’ values and priorities, and disassociation between drivers’ actions and observable consequences. Efforts focused on informational approaches, e.g., training programs and educational campaigns, are both difficult to scale up and largely ineffective, with drivers reluctant to make long-term changes. Alternatively, behavior can be influenced by redesigning the context within which the behavior occurs. Such an intervention must be effective across demographics and underlying behaviors to achieve ubiquity. The current study investigates the perceived effect on driving style of a simple graphical dashboard display depicting an animated coffee cup. This display incorporates associative mental models and contextual relevance to increase the salience of inefficient vehicle movements and nudge drivers to adopt a smoother driving style. An online Amazon-Mechanical-Turk survey with 92 participants revealed a significant preference for the coffee cup over two other displays when controlling for demographic variables. This result offers preliminary evidence suggesting that greater success at promoting eco-driving may be achieved by using a behavioral nudge.
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Tao, Siyu, Kohei Shintani, Ramin Bostanabad, et al. "Enhanced Gaussian Process Metamodeling and Collaborative Optimization for Vehicle Suspension Design Optimization." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67976.
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Dynamic stability is a key performance metric of motor vehicles and has a direct impact on passenger experience and customer satisfaction. The desired vehicle dynamics behavior can be achieved by optimizing the design of vehicle suspensions. Two challenges are associated with this design optimization task. The first one arises from the large number (e.g., 40 or 50) of design variables in modern suspension systems. Such multitude of variables not only makes it expensive to build a training dataset for metamodeling purposes, but also renders accurate surrogate modeling extremely difficult. The second challenge is a lack of guideline for choosing a proper multidisciplinary design optimization (MDO) method for a single MDO problem such as one for vehicle suspension design. In this paper, an enhanced Gaussian process (GP) metamodeling technique is developed and several versions of the collaborative optimization (CO) method are compared via a vehicle suspension design problem. In our enhanced GP modeling method, the model parameters are efficiently estimated using the smoothing effect of the so-called nugget parameter to reduce the search space. In addition, various versions of the CO method are studied where the enhanced collaborative optimization (ECO) method is found to perform the best. A simplified ECO formulation is also investigated to provide insights for future engineering applications.
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Orszulak, Bartosz, Maciej Andrzejewski, and Jerzy Merkisz. "Anthropotechnical simulation research of a young driver in terms of verification and further training processes in the field of safety and eco-driving." In COMPUTATIONAL TECHNOLOGIES IN ENGINEERING (TKI’2018): Proceedings of the 15th Conference on Computational Technologies in Engineering. Author(s), 2019. http://dx.doi.org/10.1063/1.5092104.
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Lim, Hong Wee, Kim Hoo Goh, and Wen Feng Lu. "Best Practices for Engineering Design Project in Undergraduate Student Education With Eco-Friendly Vehicle Design." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70926.
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With the recommendation from ABET, each engineering student should go through a major engineering design experience and understand how to go from design specifications to a final artifact. The Department of Mechanical Engineering at the National University of Singapore (NUS) started automotive design projects including competition vehicles and proof of concept vehicles for its undergraduate students many years ago. These projects aim to provide practical engineering education to the students through vehicle design and fabrication with hands-on experience. The project lifecycle usually does not last longer than one year as it is governed by the competition and the academic cycle. With many years of experience supervising students, the best practice of guiding students learning through this engineering design project within one academic year is developed. Before each project, students will first go through training and apprenticeship. Such project usually starts with problem formulation that studies the requirements of vehicle for the competition and the resources available. The team of students will go from design specifications to a final vehicle prototype with generating alternatives, synthesizing, analyzing, fabrication, testing and evaluating. This method allows sustainability in vehicle design projects. NUS Eco-car project is used as a case study to illustrate the best practice. Our past experience showed that students trained in this project have strong practical and analytical skills and are able to manage and communicate in a team well.